2018 年 44 巻 1 号 p. 34-50
This study explored the method of improving presentation skills and objective self-evaluation thereof. Training types (instructions & behavioral rehearsals, self-monitoring, and modeling) were used as independent variables, and self-evaluation and third-party evaluation scores as dependent variables. A rubric was used to evaluate the Organization, Language, Delivery, Supporting Material, and Central Message of the presentations. Experiment 1 divided 84 undergraduate students into the Control, Training (instructions & behavioral rehearsals), and Training & Self-monitoring (TS) groups. The two training groups increased scores in all aspects of the presentation. Also, the TS group submitted the scores resembling the third-party scores for Organization, Delivery, and Central Message. Experiment 2 divided 31 undergraduates into the Training & Self-monitoring (TS) and Training, Self-monitoring, & Modeling (TSM) groups. Scores increased for all aspects in both groups. The TSM group's self-evaluation scores resembled the third-party scores for Delivery, Supporting Material, and Central Message. The study showed that training improved presentation skills, and both self-monitoring and modeling allowed objective self-evaluation, though the level of objective self-evaluation varied among the departments. Training content therefore needs to be adjusted for each department.